The Internship, Practicum, and Field Placement Handbook: A Guide for the Helping Professions,9780139239625

The Internship, Practicum, and Field Placement Handbook: A Guide for the Helping Professions

by
Edition: 2nd
ISBN13: 9780139239625
ISBN10: 0139239626
Format: Paperback
Pub. Date: 1998-07-01
Publisher(s): Taylor & Francis
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Summary

A unique core text/reference for Internships, Practicums, and Field Placements in Psychology, Social Work, Counseling, and related helping disciplines. Acknowledging, anticipating, and addressing the everyday questions, anxieties, fears, and concerns of interns, this practical handbook bridges the gap between academic coursework and the knowledge, skills, and emotional challenges that are found in the real world of the helping professions. Organized both chronologically and topically, the text begins with practical suggestions for how one finds an internship and concludes with how one terminates cases and looks ahead to career options. Along the way students learn about ethics, diversity, supervision, clinical writing, liability issues, dangerousness, stress, self-care and other essential but often overlooked topics. It draws upon the latest research and information from psychology, psychiatry, social work, counseling, and other helping professions as well as extensive personal experience and includes exercises for self-exploration and discussion along with easily-removed forms for evaluations, critical information, ethics and other essential tasks.

Table of Contents

PREFACE xi(2)
FOREWORD BY BRUCE E. BENNETT, PH.D. xiii
CHAPTER 1: PREPARATION
1(16)
Theory into Practice
1(1)
Terminology
2(1)
Field Placements, Practicums, or Internships?
2(1)
Therapy, Counseling, and Treatment
2(1)
Supervisors and Instructors
2(1)
Finding and Selecting a Placement
2(1)
Meeting with Your Instructor
3(1)
Peers and Campus Resources for Locating Internships
3(1)
Community Resources
3(1)
Choosing a Placement
4(4)
Supervision
4(1)
Learning Opportunities
5(1)
Treatment Approaches
6(1)
Clients
6(1)
Programs and Settings
6(1)
Career Plans
6(1)
Practical Issues: Location and Times
7(1)
Competence and Safety
7(1)
Exercise
7(1)
Portfolios, Interviews, and Letters
8(1)
Portfolios
8(1)
Interviews
8(1)
Exercise
9(1)
Letters of Application and Recommendation
9(1)
Internship Agreements
9(2)
Institutional Agreements
9(2)
Individual Internship Agreements
11(1)
Evaluation
11(1)
Making the Most of Your Internship
11(2)
Academia Meets the "Real World,"
11(1)
Remember You Are a Student
12(1)
Make the Most of Ignorance
12(1)
Work Near Your "Learning Edge,"
12(1)
Remember That You Do Know Some Things
12(1)
Exercise
12(1)
Get Help When You Need It
13(1)
Using This Book
13(1)
Resources and References
13(1)
Reading as Active Interaction
13(1)
Doing the Exercises
13(1)
Introduction to Journal Work
14(1)
A Record of Experiences, Reactions, and Thoughts
14(1)
Reflection and Exploration
14(1)
Noting Questions, Ideas, and Discoveries
15(1)
Exercises from the Text
15(1)
Keep This Book
15(1)
References
15(2)
CHAPTER 2: GETTING STARTED
17(10)
First Impressions
17(1)
Enthusiasm Meets Experience
18(1)
Exercise
18(1)
The Role of the Intern
18(1)
The Role of the Professional
19(1)
Meeting Clients
19(1)
Exercise
19(1)
Age and Experience Issues with Clients
20(1)
Time Limits
21(1)
Fees for Service
22(1)
Is Treatment Effective?
22(1)
Altruism versus Money
23(1)
Clinical and Ethical Issues Pertaining to Fees
24(1)
Inoculation: What Not to Learn
24(1)
References
25(2)
CHAPTER 3: ETHICAL AND LEGAL ISSUES
27(24)
Ethical Guidelines of the Helping Professions
27(2)
Specific Ethical Guidelines
28(1)
Enforcement of Ethical Standards
28(1)
Ethics and Law
28(1)
Ethical Agreement Forms for Interns
28(1)
Ongoing Ethics Study and Training
28(1)
Exercise
29(1)
Competence
29(2)
Exercise
30(1)
Informed Consent
31(1)
Exercise
31(1)
Confidentiality
32(2)
Release of Information
32(1)
Safeguarding Records
33(1)
Sharing Information with Colleagues
33(1)
Inadvertent Confidentiality Violations
34(1)
Effects of Confidentiality Violations
34(1)
Exceptions to Confidentiality
34(5)
Privileged Communication
35(1)
Abuse
36(1)
Dangerousness to Self
36(1)
Exercise
37(1)
Intent to Harm Others (Tarasoff Situations)
37(1)
Legal Proceedings and Court Orders
37(1)
Insurance Company Inquiries
38(1)
Confidentiality with Minors
39(1)
Dual Relationships
40(5)
Sexual Relationships with Clients
40(2)
Maintaining Professional Boundaries and Dealing with Feelings of Attraction
42(1)
Nonsexual Dual Relationships
43(1)
Posttherapy Relationships
43(1)
Relationships between Educators, Supervisors, and Trainees
44(1)
Liability and Insurance
45(1)
Elements of Malpractice
45(1)
Liability Insurance
45(1)
Summary
46(1)
References
46(5)
CHAPTER 4: INTERNSHIP CLASSES AND PEER GROUPS
51(8)
Forming Internship Peer Groups
51(1)
Models of Peer Group Learning
51(1)
Elements of Successful Classes and Groups
52(3)
Exercise
53(1)
Offering Feedback to Peers
53(1)
The Importance of Empathy
54(1)
Receiving Feedback
54(1)
Acknowledging Imperfection
54(1)
Video or Audio Recordings of Sessions
55(1)
Exercise
55(1)
Role Plays
55(2)
Ethics in Classes and Groups
57(1)
References
58(1)
CHAPTER 5: SUPERVISION
59(20)
Hopes and Fears
59(2)
Hopes and Fears of Supervisors
60(1)
Exercise
61(1)
Clarifying Expectations
61(1)
Frequency and Timing of Supervision
61(1)
Content of Supervision
62(1)
How Supervisors Determine What to Do
62(1)
Didactic Supervision
62(1)
Case Discussions
63(1)
The Socratic Method
63(1)
Empathy and Experiential Considerations
63(1)
Tapes and Role Plays
64(1)
Live Supervision
65(1)
Observing the Supervisor in Therapy
65(1)
Exercise
66(1)
Theoretical Orientation
66(1)
Supervision and Therapy--Differences and Similarities
67(2)
Differences between Therapy and Supervision
67(1)
Exploring the Needs and Personal Qualities of Interns
68(1)
Exercise
69(1)
Resistance to Self-Awareness and Change
69(2)
Exercise
71(1)
Transference and Countertransference
71(1)
Exercise
71(1)
Suggested Guidelines for Therapy and Supervision
71(1)
Exercise
72(1)
Conflict in Supervision
72(2)
Frequency and Resolution of Conflicts
72(1)
Guidelines for Dealing with Conflict
73(1)
Evaluation
74(2)
Principles of Evaluations
74(1)
Evaluation of Supervisors
75(1)
Planning for Future Supervision
76(1)
References
76(3)
CHAPTER 6: WORKING WITH DIVERSITY
79(16)
Reasons for and Resistance to Diversity Training
79(3)
Resistance
80(1)
A Reformulation of Diversity
81(1)
Steps toward Working with Differences
82(1)
Knowing the Diversity within Us
82(2)
Terminology Matters
82(1)
Exercise: Knowing Yourself in Relation to Diversity
83(1)
Confronting Our Biases and Acknowledging Our Ignorance
84(1)
Exercise: Knowing What You Know and Don't Know about Others
84(1)
The Historical Context Must Be Acknowledged
85(1)
References to Multicultural History
85(1)
Suggested Readings
85(1)
The Current Context Must Be Acknowledged
86(1)
Strengths Must Be Recognized along with Problems
86(1)
Ethnic Identity Development
86(1)
One's Own Prejudices and Biases Must Be Acknowledged
87(1)
A Model of "White" Identity Development
88(1)
Exercise: Personal Cultural Identity
89(1)
Assumptions, Models, and Techniques of Treatment
89(1)
Exercise
90(1)
The Culturally Sensitive Counselor
90(1)
Culturally Sensitive Intervention Approaches
91(1)
Culture-Specific Counseling
91(1)
Exercise: Exploring Culture-Specific Strategies
91(1)
Resources
92(1)
Special Issues of Journals
92(1)
Books
92(1)
References
92(3)
CHAPTER 7: CLINICAL WRITING
95(9)
Writing Can Be Learned
95(1)
Focusing Reading to Learn Writing
95(1)
Exercise
96(1)
Practice and Feedback
96(1)
Rewriting
97(1)
Common Writing Problems
97(1)
Caution: Tastes, Supervisors, and Instructors Vary
98(1)
Keys to Good Writing
98(4)
Simplify Your Writing but Not Your Clients
98(1)
Omit Needless Words
99(1)
Choose Words Carefully
100(1)
Exercise
100(1)
Clarity
101(1)
Know Your Audience
102(1)
Exercise
102(1)
References
102(2)
CHAPTER 8: RECORDS AND PROGRESS NOTES
104(12)
The Function and Maintenance of Records
104(1)
What Goes into Records
105(1)
Exercise
105(1)
What Stays Out of Records
106(2)
Protecting Clients
106(1)
Protecting Yourself
107(1)
Progress Notes
108(1)
Exercise
108(1)
The Purpose of Progress Notes
108(1)
Types of Progress Notes
108(1)
Style of Progress Notes
109(1)
Structured Note Formats
109(1)
Standard Formats
109(1)
DART Notes
109(2)
Description
109(1)
Assessment
110(1)
Response
110(1)
Treatment Plan
110(1)
DART in Practice
111(1)
SOAP Notes
111(1)
Exercise
111(1)
Time Sequenced Notes
111(1)
Process or Progress Notes
112(1)
Signing Notes
112(1)
Dictation
113(1)
Exercise
113(1)
Progress Notes and Supervision
113(1)
Using Your Notes
113(1)
Other Guidelines
114(1)
References
115(1)
CHAPTER 9: STRESS AND THE HELPING PROFESSIONS
116(13)
Exercise
116(1)
Client after Client, Day after Day
117(1)
How Common Is Stress among Helping Professionals?
117(1)
Sources of Stress
118(1)
Client Behaviors
118(1)
Therapist Experiences
119(1)
Therapist Cognitions
119(1)
Exercise
119(1)
The Effects of Stress
119(3)
Physical Effects
120(1)
The Effects on Social Relationships
120(1)
Exercise
121(1)
The Effects on Close Relationships and Families
122(1)
Exercise
122(1)
Burnout
122(4)
Symptoms of Burnout
123(1)
Stages of Burnout
123(1)
Measures of Burnout
123(1)
Causes of Burnout
124(1)
Individual Factors
124(1)
Organizational Factors
124(1)
The State of the World
125(1)
Recognizing and Understanding Your Own Situation and Burnout
125(1)
Personal and Environmental Burnout Proneness or Prevention
126(1)
Self-Evaluation Exercise
126(1)
Burnout as a Coping Mechanism
126(1)
References
126(3)
CHAPTER 10: SELF-CARE
129(12)
Time Management
129(1)
Exercise: Tracking Where Time Goes
129(1)
Saying "No,"
130(1)
Saying "Yes,"
130(1)
Exercise: Setting Priorities
130(1)
Closing Sessions
130(1)
Cognitive Self-Care
131(3)
Cognitions about Self
131(1)
Cognitions about Clients
132(1)
Cognitions about Therapy
132(1)
Cognitions about the World
133(1)
Exercise: Cognitions Review
134(1)
Physical Self-Care
134(2)
Physical Exercise
134(1)
Massage
134(1)
Monitoring Stresses in the Body
135(1)
Healthy Eating and Habits
135(1)
Exercise: Personal Physical Health-Care Review
136(1)
Emotional Self-Care
136(1)
Self-Checks
136(1)
Cleansing Rituals
136(1)
Support
137(1)
Letting Off Steam
137(1)
Exercise: Emotional Coping
137(1)
Personal Therapy
137(1)
Exercise
138(1)
Positive Effects on Therapists
138(1)
Exercise: Positive Effects of Clinical Work
138(1)
Financial Self-Care
139(1)
References
140(1)
CHAPTER 11: ASSAULT AND OTHER RISKS
141(12)
The Risks of Assault
142(1)
Coping with Aggression
142(1)
Strange Behavior and Strange People Are Not Necessarily Dangerous
143(1)
Understand Developmental Differences
143(1)
Exercise
143(1)
Understand and Recognize Motivational Factors
143(1)
Situational Factors and Violence
144(2)
Similarities to Past Situations
144(1)
Stress
145(1)
Controlled Substances and Medications
145(1)
Patient Mental Status
145(1)
Weapons
146(1)
Recognize Potentially Dangerous Individuals
146(1)
Early Prevention of Violence
147(1)
Institutional Responses to Threats of Violence
148(1)
Prevention of Imminent Violence with Clients
148(1)
Responding to Assault
149(1)
Clothing
149(1)
Office Layout
149(1)
Communication
149(1)
Dangerous and Defensive Implements
150(1)
Assault Response Training
150(1)
Aftereffects
150(1)
References
151(2)
CHAPTER 12: CLOSING CASES
153(9)
Client and Intern Response to Termination
153(2)
Understanding Client Reactions to Early Termination
153(1)
Exercise
154(1)
Understanding Intern Reactions to Termination
154(1)
Exercise
154(1)
Common Problems in Termination
155(1)
Toward Successful Termination or Transfer
155(3)
Challenges to Assumptions about Termination as Crisis
155(1)
Client Selection
156(1)
Working with Supervisors to Prepare for Termination
156(1)
Exercise
157(1)
When and How to Notify Clients
157(1)
Issues to Address in Termination
158(1)
Techniques for Termination
158(1)
Exercise
159(1)
Transferring Clients to Other Therapists
159(2)
Toward Effective Transfers
160(1)
References
161(1)
CHAPTER 13: FINISHING THE INTERNSHIP
162(6)
Concluding the Supervisory Relationship
162(2)
Ensuring Therapeutic Termination with Clients
162(1)
Exercise
162(1)
Reviewing the Intern's Progress and Areas for Further Growth
163(1)
Exercise
163(1)
Feedback to Supervisors
163(1)
Ending the Supervisory Relationship
163(1)
Letters of Recommendation
164(1)
Requesting Letters
164(1)
Guidelines for Soliciting Letters
165(1)
Procedures for Those Seeking Letters of Recommendation
165(1)
Concluding Relationships with Staff
165(1)
Letters of Thanks
166(1)
Looking Ahead
166(1)
Professional and Political Involvement
167(1)
References
167(1)
CHAPTER 14: FRUSTRATIONS, LESSONS, DISCOVERIES, AND JOY
168(5)
Learning from Whatever Happens
168(1)
Exercise
168(1)
Lessons We Wish Were Not True
168(2)
The People in the Profession
168(1)
The Systems in Which We Work
169(1)
The Clients with Whom We Work
169(1)
The Nature of the Problems
169(1)
The Limits to Our Knowledge and Tools
170(1)
Lessons about Ourselves
170(1)
Lessons about the Lessons
170(1)
Discoveries and Joy
170(1)
People in the Profession
170(1)
The Systems in Which We Work
171(1)
The Clients with Whom We Work
171(1)
The Nature of the Problems
171(1)
The Limits to Our Knowledge and Tools
171(1)
Lessons about Ourselves
171(1)
Closing Comments
171(2)
APPENDIX A: INTERNSHIP SELECTION CHECKLIST 173(4)
APPENDIX B: PLACEMENT INFORMATION FORM 177(2)
APPENDIX C: INTERNSHIP LEARNING AGREEMENT RECORD FORM 179(2)
APPENDIX D: INTERN EVALUATION: SUPERVISOR FORM 181(5)
APPENDIX E: INTERN EVALUATION: INTERN FORM 186(5)
APPENDIX F: EMERGENCY CONTACT AND PROCEDURES INFORMATION 191(2)
APPENDIX G: ETHICAL GUIDELINES 193(2)
APPENDIX H: TREATMENT AGREEMENT AND INFORMED CONSENT 195(3)
APPENDIX I: SUPERVISOR EVALUATION FORM 198(5)
INDEXES 203
Author Index 203(4)
Subject Index 207

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